Kid Quotes
"Play with each other"
"Play toys play chase"
"Visit and play at houses""I am thankful for playing with my dog"
"I am thankful for my mom and dad"
"I am thankful that we get to do projects"
"Play"
Building Successful Kindergarteners
After nine years of teaching young children, six in Kindergarten, I do know a little about five- and six- year olds. I must admit, though, when looking for a preschool for my daughter, Tanner (Central Branch class of 2001), I didn�t know what to expect. I didn�t even know where to begin.
I met Anabel Cole, former director. As she led me around the school, I was bombarded with handprints and color and illustrations and books and animals and laughter . . . It was beautiful. I quizzed Anabel, �Now, there isn�t this overemphasis on academics here is there, because I just want Tanner to be around other kids and have fun.�
She smiled gently and said, �No, not really. We focus first on positive social skills and group behavior.� �Oh,� I said and continued through the 4/5 classroom. �This feels a lot like my classroom,� I mused, mostly to myself. I left, paper work in hand, convinced I had found the spot for Tanner.
As most Kindergarten teachers will tell any warm body, a child�s Kindergarten experience is largely shaped by the care and experience she or he is provided prior to school. We teachers always ask, �What, if any, schooling experience has your child had?� What we really want to know is has this child been to a good preschool. The focus of Central Branch, as described in the school mission, is to provide a positive early childhood experience for children of all backgrounds. The small class sizes allow the teachers to interact individually with each child, focusing on each child�s unique needs and skills. The teachers expertly bring the children together; modeling the value of cooperation, sharing, turn taking, empathy and listening.
These are not easy skills (and yes, they are skills) to teach. Nor is it possible for a child to fully comprehend the value of these skills without seeing first hand the affect his or her behavior has on others, especially other children.
Central Branch kids talk about their feelings, and take earlier steps towards recognizing the consequences of their behavior and the point of view of others. Learning these skills as a group member and daily positive interactions with others is why I believe that even the most incredible, intelligent, outgoing families cannot alone provide the very best education for their children. While the step to Kindergarten is enormous, from a group of nine to 20 or more, it is manageable and less daunting for Central Branchers. Questions about prior schooling are unnecessary � the experience these children bring with them to Kindergarten is evident. They share.
They listen. They laugh. They empathize. These kids shine in Kindergarten. As I dropped off some things for my son, Mikhail (class of 2004), a few weeks ago, I was reminded yet again what a treasure Central Branch is. A little girl was having an especially difficult, sad day.
�Delayed separation anxiety,� Wendy Simmons, the only soul able to replace Anabel as director of the school explained. As I left, Wendy was sitting on the floor rocking this little girl back and forth, back and forth, whispering something about feeling sad and missing her family. All parents want to know that their children are being cradled with such love and compassion. And all teachers want a foundation like this on which to build. It is the utter lack of ample, strong early childhood education in our society that makes Central Branch all the more unique and essential.
From all of us out here in the giant, mysterious world of Kindergarten, we thank Central Branch. We love to teach your graduates!